The aim of this exploratory case study was to gain insight into the overlooked learning experience of simulation “observers,” through the lens of the mimetic learning theory. Fifty-nine inservice teachers attended five, 4-h-long simulation workshops. Data were collected using semi-structured interviews (15), a focus group, and participants' reflections (59), and underwent content and linguistic analysis. Four themes denoting mimetic learning emerged: multimodal sensory observation; adopting multiple perspectives; balanced emotional involvement; and cognitive critical thinking. The study highlights the affordances of simulation-based observation experiences in teacher education. This is especially relevant considering the COVID-19 lockdown, when opportunities for peer observation are limited.
Bibliographical noteFunding Information:
This study was supported by the MOFET Institute for Teacher Education, the post-doctoral program, Israel.
© 2022 Elsevier Ltd
- Mimetic learning
- Multilevel analysis
- Simulation-based learning
- Teacher education
ASJC Scopus subject areas